Effective principal strategies for new teacher induction programs
The purpose of this study was to investigate the leadership strategies used by principals to initiate an immediate professional relationship with frrst and second year teachers who are participating in the mandatory Beginning Teacher Support and Assessment (BTSA) program. Qualitative data was collected through interviews with six principals, six Beginning Teacher Support and Assessment (BTSA) teachers, sixsecond year teachers, and finally, six-third year teachers. The focus of the interviews with the study participants was to answer the question: "What effective strategies do principals employ to provide newly assigned teachers with a positive transition from teacher credentialing programs to the elementary classroom during their first years of teaching?" The fmdings verified previous research that outlined the importance of having principals available to their new teachers immediately upon the new teacher's arrival on campus and continuing through the new teacher induction program. These strategies used by principals are designed to offer the new teacher with assistance to help reduce the stressors of acclimating themselves first to the teaching profession, and then to the parameters of classroom responsibilities as a new team partner at their assigned grade level. The findings revealed many commonalities among support strategies provided by principals in this study, though they varied in intensity and frequency. New teachers deserve support not only from their site administrators, but also from every stakeholder at the school site in ordet to acclimate themselves into their new school's professional culture. Principals play a vital role in ensuring that this acclimation process occurs, and that it is embedded in their school's culture.